Avoiding the Topic: Teacher Mathematics Anxiety and Opportunities to Learn Mathematics in Early Elementary Classrooms

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

Mathematics anxiety is characterized by a desire to avoid mathematics when possible, and by elevated stress when mathematics is required. The current study examines whether mathematics anxiety among general education elementary teachers is associated with the amount of time spent on mathematics instruction. Using survey and classroom observation data from the Study of Elementary Mathematics Instruction, we use lagged dependent variable regressions to analyze the relationship between mathematics anxiety and time on. We find that a one standard deviation increase in mathematics anxiety is associated with a 3.2 minutes per day decrease in math instruction, a 5% decrease that equates to 9.5 hours per year. We conclude by recommending policy to reduce the prevalence of mathematics anxiety among elementary

Authors

• Brian Fitzpatrick

• Serena Jean Salloum, Ball State University